Personal Financial Planning Assignment Example | Topics and Well Written Essays - 3000 words

Personal Financial Planning - Assignment Example Ruth receives index-linked occupational pension of 16,000 per year. She has 50,000 in ISAs which earns 7,000 yearly. They own a house with a net value of 350,000. They also want to leave something to Edward and William, hence, they will need to invest in a National Savings Certificate which can be encashed by the mother if both boys are still below seven years old. Since they will need a pre-income tax level of 3,000 pounds monthly, the couple needs to invest their money in a better set of investment instruments that will let them achieve this income level. At the moment, they only earn a total of 2,450 monthly from the current wealth portfolio they hold. Except for the National Savings Certificate income, the other investment returns are subject to a 20% tax rate. Ned Larken's 300,000 in a FTSE Short Index 100 share Exchange Transfer Fund (ETF) and 200,000 in a S&P 500 Exchange Transfer Fund (ETF) nets a yearly return of 11%. An ETF is a basket of securities that trades throughout the day on a particular exchange in the same way that a company share does. The ETFs are priced continually, and the price fluctuates throughout the day. The ETF pays a dividend if the dividends of the portfolio shares exceed the fund's expense. The advantages of an ETF investment consist of passive management, low expenses, trading flexibility and transparency. The aim of the ETFs is to replicate the return of their benchmark indexes. The ETFs usually hold the same securities as their indexes in an effort to match their returns. The ETFs charges a low annual expense for management and other fund expenses. It also possesses a certain trading flexibility. The ETF is transparent as the securities held in an ETF are always well-known. As shares trade throughout the day, the fund's holdings must be disclosed in order for the shares to be correctly priced. Institutional investors can take advantage of the arbitrage opportunity as well, which exists when there is the potential to profit from the differences between the ETF price and the price of the given basket of securities. This tends to help keep the fund's price close to its Net Asset Value.The first disadvantage of the FTSE 100 and S&P 500 is that it is less diversified, ow ning a large number of shares in one or two industries. Thus, the ETFs are likely to be more heavily affected by movements in the prices of these securities than funds that are diversified across a greater number of shares. Their performance will depend more on how this kind of security performs. They are less diversified than the broad stock market ETFs. For example, the five biggest companies in the FTSE 100 constitute approximately one-third of the market value of the overall index, and two of them are global oil companies. This lack of broad diversification makes the performance of the FTSE 100 and related ETFs very sensitive to the changes in the oil industry. The second disadvantage of the FTSE 100 and the S & P 500 is that the performance of sector ETFs is dependent on the timing of their purchase and sale. For instance, the price of these funds can rise rapidly when demand increases for the product or service provided by the companies. Similarly, the price can also drop sharply when there is an

Different types of business information Essay Example for Free

Different types of business information Essay Verbal Communication Speaking verbal to someone is speaking out loud. This includes talking face to face, in a meeting or in an interview. The advantages of verbal communication are it is a fast way to reach information but this information can be easily forgotten. Another advantage is that speech is direct and straight to the point. Another advantage is that if you ask a question you get answer straight away no need to wait around. However they are some disadvantages if you are talking to someone it may not be legal to talk to about specific topics. Another disadvantage is they are no proof to say you have spoke to that person. Also if you are speaking to someone who does not speak English it is going to take time and money to get a translator. Also another disadvantage is not everyone is listening. Face to Face Speaking face to face is a good way to communicate because you are they talking to them and you can ask those questions and get a reply straight away, also if you didn’t understand something you could just ask them to repeat themselves. However they are some disadvantages, if the person you’re talking to speaks a different language, words can be misunderstood. Phone Call Making a phone call to someone has its advantages and disadvantages. The advantages of a phone call is you can tell someone information quick and easy and you would get an answer straight away. Another advantage is that you can get straight to the point and you can make a phone call anywhere. The disadvantages of making a phone call is your words could be misunderstood and your line could break up. Non-Verbal Communication Digital Email Email is very quick and a very easy way of getting in touch with other people. Once you send an email its sends instantly, so they will receive it a lot faster than if you would have sent it by a letter in the post. There are some disadvantages you need a secure internet link to send emails, also you have to type the correct email address in these complications mean many people prefer to make phone calls instead of emails. Non Digital Written Communication This is an old fashion way of communicating with other people, the advantages there is none we have faster and better technology to communicate. The disadvantages are is slow, the postal service takes up to 3 days just to deliver the letter that’s if it even gets to the address because nowadays post can get lost in the system.

Literature Review: Burglary and Crime Prevention

Literature Review: Burglary and Crime Prevention LITERATURE REVIEW INTRODUCTION The literature study in this study revolved around a document analysis on the Constitution, (SA 1996: Constitution), Crime Prevention Strategies, previous studies in the field by discussing the following concepts: environmental criminology, the burglary/robbery process, motivation, target selection, residents’ activities and lifestyle, accessibility of neighbourhood, perspective on environmental crime prevention, crime prevention through environmental design, situational crime prevention. ENVIROMENTAL CRIMINOLOGY A range of factors including social, economic, demographic, biological, psychological and physical, influence the occurrence of crime. According to Naude (2000:7) high levels of crime are more prevalent in countries where there is a high proportion of people who feel economically deprived. From the suspects arrested for housebreaking residential and house robbery in Westville policing area for the period 2012/2013 it is evident that the suspects are not resident in Westville policing area. This study will therefore focus on locations of crime, the characteristics of those locations, the movement paths that bring offenders and victims together at those locations as it would be easier to alter the environmental opportunities for crime than to influence the complex soci-economic factors motivating offenders (Smith 1986:82). This was also found in Naude (1988:11) who stated that it would be easier to prevent opportunities for crime in the physical environment, since committing the crime can mainly be attributed to rational decisions rather than being the result of pathological, biophysical, psychological or social factors. Sovensend in (David 2003:7) argues that a crime only occurs when there is integration in what motivates the offender to commit the crime. The aim would thus be as also found in Smith (1986:84), to reduce opportunities for crime as perceived by potential offenders, by introducing target hardening, target removal, reducing the payoff and encouraging public surveillance. THE BURGLARY/ROBBERY PROCESS This process refers to the causal events within a specific time and space context that leads to the commission of the offence. For burglary/robbery to take place there must be a ready, willing and able offender, a vulnerable attractive provocative target, a favourable environment and the absence of a willing, able and credible modulator (Ekblom 1996:47-50). According to Wilcox (1990:1) the following elements must be present in order for a crime to occur: Desire, Ability and Opportunity. This is depicted in the crime triangle below Fig.2.3.1 OPPORTUNITY The desire and ability refers to the characteristics of a criminal or potential criminal and the opportunity, conditions conducive to a criminal act. The absence of any one of the elements will result in no crime taking place. For a crime to occur the potential perpetrator must have a need and a target. According to Brangtinham and Brantingham (1993:268) the search for a suitable targets rests on a general backcloth formed by routine activities and on a template that helps identify what a great chance is or what a good opportunity would be or how to search for chance and opportunities. By performing daily routines of non-criminal activities the triggered potential burglar develops an awareness space. In accordance with his/her idealized crime template, his/her target will be searched in the awareness space. When the potential burglar finds such a target, he/she will commit the burglary. It is important to realize that the triggered event, the probable crime template, the activity backcloth and the criminal readiness are interrelated. They further went on to say that mixed-use developments are likely to contain a variety of land-users which could potentially provide increased and more diverse opportunities for crime. Shopping malls, storage places, schools, and service stations and restaurants tend to attract criminals as well as legitimate customers to the area. The routine activities of the community (including potential offenders) will therefore affect the incidence of crime in and around these nodes of activity, which are systematically more concentrated in mixed-use developments. Westville’s mixed land development ensures many persons outside Westville to traverse into Westville for work, leisure and potential criminal activity. The above indicate that criminals identify their targets during their day to day activities identifying those areas where they would not be easily identified, are easily accessible and are affluent. Research on burglaries done by (Brantingham and Brantingham 1981, Rengert and Wasilchick 1985) suggests that residential burglars engage in a search process along â€Å"activity spaces† in order to select neighbourhoods in which to commit burglaries. Neighbourhoods are chosen along familiar routes and this is done during the day to day movement of the burglars. This was also found in Schneider and Kitchen 2002:107 who stated that , offenders , like ordinary people, have day to day schedules which involve trips to and from work, visiting friends, going shopping and it is during the course of these activities that they search out likely targets. These targets may even be repeatedly victimised. The busyness of a location also creates opportunities for criminal activities as was found in Shover (1991) who stated that the busyness and anonymity of a large city attracts those who earn a living through crime as it reduces the possibility of offenders being recognised as strangers. This view was also held by Rubenstein H, Murray C, Motoyama T and Rouse W (1980) who reported that heavy pedestrian and vehicular traffic flows were associated with higher victimisation rates as it creates high-density environments and this reduces the risk of strangers and potential offenders being recognised. OFFENDERS MOTIVATION According to Reppetto (1972:21) the satisfaction of a perceived need for money appeared to be the primary motive for most burglaries although offenders did acknowledge that subsidiary satisfactions such as excitement revenge curiosity and feelings of group solidarity also played a role in their decision to offend. This was also found in the study done by Dr. Zinn( ) where he interviewed 30 convicted residential robbery perpetrators on the motivation for offending. 97% of the perpetrators in the study stated their motivation being economic gain; the victims were target because of their wealth. 80% stated that their families and friends and acquaintances in their communities had knowledge of their criminal activities. They stated that residential robbery resulted in quick money. In a study done by May (2011:70) it was found that the majority of perpetrators reported that unemployment triggered their aggravated robbery. TARGET SELECTION The manner in which criminals select potential crime sites, penetrate a variety of symbolic and physical barriers to commit crime, has drawn attention from environmental criminologists. Weatherburn (2001:6) states that criminals commit more crime when the opportunities to do so are more and incentives to do so are good. The following are factors that are conducive for the selection of a possible target: lax physical security, lax personal security, lax law enforcement or low perceived risk of apprehension, attractive commercial or residential targets and easy opportunities for selling or disposing of stolen goods. In Bernasco and Nieuwbeerta (2004:297) it was found that burglars target specific areas that offer increased revenue, requires minimal effort when the premises or property is entered, the premises/property appear to have valuable items; and the burglars feel (perceive) that they will not be apprehended or disturbed while conducting the burglary (low risk of being detected and apprehended. They further state on (2004:297-298) that the burglar would look at the affluence level of the property; and the possibility (likelihood) of the successful completion of the criminal act. The wealth displayed in the form of properties and vehicles by Westville residents may be what criminal are drawn to. Felson and Clark (1988) states that there are four elements designated by acronym VIVA that influences a targets risk of being victimized by crime namely: value, target must be rewarding , inertia, the ability of the target to be moved, visibility, exposure of targets to offenders, access, all those environmental and situational features that my facilitate offenders getting to the target. Sovensend (2003:17) is of the opinion that burglars estimate the potential rewards by assessing the size and condition of houses, yards, and vehicles parked in garages. Conspicuous evidence of wealth places a property at a higher risk of victimisation. As is the case in Westville which is an affluent area. However, Wessel (2002:13) argues that there is evidence that most expensive looking homes are spared for fear of security devices or the presence of staff on the property. According to Tilley, N Pease, K Hough, M Brown, R ( 1999:7) that burglars target areas were there is a possibility of high value valuables, nobody present to prevent the burglary from taking place, that there is a market where the stolen goods can be disposed of and in return receive a monetary incentive for the stolen goods and the dwelling have insufficient security hardware to provide it with any reasonable level of perceived guardianship (protection) This was supported by Reppetto (1971:16) in his study he obtained from the interviewees as to the reason for selection of their targets being, ease of access, appears affluent, feels inconspicuous, presence not be questioned, isolated neighbourhoods, few police patrols and anonymity of neighbours. Kleemans ( 1996:55) in his findings as to why perpetrators repeatedly victimise he said, the first is the knowledge the burglar has obtained about the goods to be stolen, the second time the burglar can steal the goods he/she could not transport the first time, the goods that he/she forgot to steal the first time; or the goods for which he/she has only now found a potential client for, the burglar can be reassured that after a time the goods stolen the first time have been replaced, knows the risk factors (layout of the house, the ease of access and egress). Pease (1998:6) argued that the key reasons for repeats are believed to be the presence of good, and lack of bad, consequences of the first crime for the offender, and the stability of the situation which presents itself to an offender on the first and subsequent visits to the scene of his/her crime. PERMEABILITY OF NEIGHBOURHOOD According to Garland F White (1990:59) permeability is the number of access streets from traffic arteries to the neighbourhoods. He is of the opinion that permeable neighbourhoods may provide less risk of apprehension for offenders as there are more escape routes. In addition they may be more likely to be selected for burglaries on the basis of chance. If a neighbourhood has more avenues of access, the chance of an offender entering it while searching for a burglary location would be greater. Schneider and Kitchen (2007:121) reported on a study which compared a dense permeable housing estate with a lower density estate dominated by cul-de- sac. Their finding was that burglaries, auto crime, arson and public disorder were significantly higher for the area with a higher density permeable development. They were cautious to note that there are many other factors, other that density and street layout, which may help to explain these patterns Although neighbourhood permeability has been linked to neighbourhood crime rates, the results have not always been conclusive. An experimental study in Hartford Connecticut (Fowler 1982) found that decreasing the number of entrances to the experimental neighbourhood and thereby decreasing the amount of traffic did not necessarily reduce robberies and burglaries in the long run although there was a short-term reduction in crimes. The pattern of victimisation moved from less-travelled side streets to the more heavily travelled streets in the district. The study suggests that a reduction in crime could be achieved both when physical permeability is reduced and when the neighbourhood is organized socially to prevent crimes. The physical changes alone were not enough to produce a long term reduction in crime. (Taylor and Nee 1988) are of the opinion that dwellings which are more visible from the street or neighbours and passers-by, are less desirable as a target for burglars. David WM Sovensend 2003:17 were of the same opinion. He also stated that burglars tend to avoid targets easily observed by neighbours or passers-by. Therefore, it can be deduced that houses in isolated areas, not visible from the road and on large properties of land which are next to parks or other non-residential areas are more attractive to burglars. A study by Davison and Smith (2003) revealed that crime was more frequent in accessible areas with commercial land use and residential burglary was reported to be more frequent in residential properties close to commercial areas (Dietrick 1977). Research by Wilcox and Quisenberry (2004) revealed that businesses in residential areas exhibited an increased risk of burglary. Yang’s research (2006) which investigated some three thousand burglaries, found that burglaries are more likely to occur in properties located in mixed-use sites. Brantingham and Brantingham (2008:91) have discussed mixing land-users as supported by New Urbanism and commented â€Å"this planning practice will increase the activity in some nodes and is likely to produce a clustering of crime† CRIME PREVENTION Currently crime prevention is the primary function of the South African Police Service. The South African Police is mandated by the Police Act 68 of 1995 as well as section 205(3) of the constitution to combat crime, investigate crime, maintain public order, protect and secure South Africa’s inhabitants and their property; and to uphold and enforce the law. However the SAPS are not in a position to effectively combat crime on their own. The Government since 1994 recognised the need for crime prevention. This need saw the acceptance of the National Crime Prevention Strategy (NCPS) in 1996 and the White Paper on Safety and Security in 1998. The NCPS is a multi-agency approach to crime prevention and aimed to influence the operations of the Departments of Safety and Security, Justice, Correctional Services, Welfare, Intelligence, Health and Education. The NCPS document made mention of environmental design as one of its pillars (1996:67). To assist the NCPS and the White Paper on Safety and Security, a National Crime Prevention Strategy Centre (NCPSC) was established within the department of Safety and Security and their functions are to mobilise other government departments, to assist provincial and local government in preventing crime, to assist in co-ordinating and managing the prevention of certain crimes and to monitor the effectiveness of social crime prevention interventions. The White Paper on Safety and Security (South Africa 1998:14) places emphasis on two approaches to crime prevention, viz, crime prevention through effective criminal justice and, social crime prevention. The White Paper (1998:19) further states that social crime prevention can be categorized as follows, viz. developmental crime prevention, situational crime prevention, community crime prevention and continuous improvement to the integrated Justice System. A multi-departmental or multi-sectoral approach is thus needed, which involves all levels of government and includes relevant organisations of civil society (South Africa 1998:20) According to the Crime Prevention Module level 1 (2001:9) crime prevention emphasises community involvement and without community involvement, crime cannot be prevented effectively. To accomplish this Police have to form a partnership with other role players which include but not limited to, the community, private security companies, business Against Crime (BAC), media, non-Governmental Organisations (NGO’S), etc. Naude and Stevens (1998:48) argue that co-operation must be forged by means of guidance, meetings and interaction with businessmen, public and use of media to succeed in long preventative programme. The researcher supports the arguments of Naude and Stevens as this can filter through to the prevention of house robberies and housebreaking residential in the Westville policing precinct. Lab (1997:19) states that prevention activities should not be restricted to the efforts of the criminal justice system alone but should include that of the public and private organisations. According to Bennett and Wright (1984:19) situational crime prevention refers to any environmental community or individual based method which aims to increase the risk, decrease the reward or increase the difficulty of committing the crime. Brantingham and Faust (1976:284) offer three types of crime prevention approaches viz, primary crime prevention (the identification of those conditions in the physical and social environment that offer opportunities for criminal acts), secondary crime prevention, the early identification of offenders (the intervention before an offence is committed), tertiary crime prevention (this aims to deal with offenders with the purpose of preventing further criminal activities). Lab (1997:20) is of the opinion that primary crime prevention is to put measures in place with the aim of making crime less attractive and more difficult for the offenders to commit whilst secondary prevention focuses on problems that already exist and are fostering deviant behaviour. Lab (1997:23) states that tertiary prevention includes arrests, prosecutions, incarceration, treatment and rehabilitation.

Strategies for the Analysis of Big Data

Strategies for the Analysis of Big Data CHAPTER: 1 INRODUCTION General Day by day amount of data generation is increasing in drastic manner. Wherein to describe the data which is in the amount of zetta byte popular term used is â€Å"Big data†. Government, companies and many organizations try to obtain and store data about their citizens and customers in order to know them better and predict the customer behavior. The big example is of Social networking websites which generate new data each and every second and managing such a huge data is one of the major challenges companies are facing. Disruption is been caused due to the huge data which is stored in data warehouses is in a raw format, in order to produce usable information from this raw data, its proper analysis and processing is to be done. Many of the tools are in progress to handle such a large amount of data in short time. Apache Hadoop is one of the java based programming framework used for processing large data sets in distributed computer environment. Hadoop is useful and being used in types of system where multiple nodes are present which can process terabytes of data. Hadoop uses its own file system HDFS which facilitates fast transfer of data which can sustain node failure and avoid system failure as whole. Hadoop uses Map Reduce algorithm which breaks down the big data into smaller part and performs the operations on it. Various technologies will come in hand-in-hand to accomplish this task such as Spring Hadoop Data Framework for the basic foundations and running of the Map-Reduce jobs, Apache Maven for distributed building of the code, REST Web services for the communication, and lastly Apache Hadoop for distributed processing of the huge dataset. Literature Survey There are many of analysis techniques but six types of analysis we should know are: Descriptive Exploratory Inferential Predictive Causal Mechanistic Descriptive Descriptive analysis technique is use for statistical calculation. It is use for large volume of data set. In this analysis technique only use for univariate and binary analysis. It is only explain for â€Å"what, who, when, where† not a caused. Limitation of descriptive analysis technique it cannot help to find what causes a particular inspiration, performance and amount. This type of technique is use for only Observation and Surveys. Exploratory Exploratory means investigation of any problem or case which is provides approaching of research. The research meant provide a small amount of information. It may use variety of method like interview; cluster conversation and testing which is use for gaining information. In particular technique useful for defining future studies and question. Why future studies because exploratory technique we use old data set. Inferential Inferential data analysis technique is allowed to study sample and make simplification of population data set. It can be used for trial speculation and important part of technical research. Statistics are used for descriptive technique and effect of self-sufficient or reliant variable. In this technique show some error because we not get accurate sampling data. Predictive Predictive analysis it is one of the most important technique it can be used for sentimental analysis and depend on predictive molding. It is very hard mainly about future references. We can use that technique for likelihood some more companies are use this technique like a Yahoo, EBay and Amazon this all company are provide a publically data set we can use and perform investigation. Twitter also provides data set and we separated positive negative and neutral category. Causal Casual meant incidental we determine key point of given casual and effect of correlation between variables. Casual analysis use in market for profound analysis. We can used in selling price of product and various parameter like opposition and natural features etc. This type of technique use only in experimental and simulation based simulation means we can use mathematical fundamental and related to real existence scenario. So we can say that in casual technique depend on single variable and effect of activities result. Mechanistic Last and most stiff analysis technique. Why it is stiff because it is used in a biological purpose such study about human physiology and expand our knowledge of human infection. In this technique we use to biological data set for analysis after perform investigation that give a result of human infection. CHAPTER: 2 AREA OF WORK Hadoop framework is used by many big companies like GOOGLE, IBM, YAHOOfor applications such as search engine in India only one company use Hadoop that is â€Å"Adhar scheme†. 2.1 Apache Hadoop goes realtime at Facebook. At Facebook used to Hadoop echo system it is combination of HDFS and Map Reduce. HDFS is Hadoop distributed file system and Map Reduce is script of any language like a java, php, and python and so on. This are two components of Hadoop HDFS used for storage and Map Reduce just reduce to immense program in simple form. Why facebook is used because Hadoop response time fast and high latency. In facebook millions of user online at a time if suppose they share a single server so it is work load is high then faced a many problem like server crash and down so tolerate that type of problem facebook use Hadoop framework. First big advantage in Hadoop it is used distributed file system that’s help for achieve fast access time. Facbook require very high throughput and large storage disk. The large amount of data is being read and written from the disk sequentially, for these workloads. Facebook data is unstructured date we can’t manage in row and column so it is used distributed f ile system. In distributed file system data access time fast and recovery of data is good because one disk (Data node) goes to down other one is work so we can easily access data what we want. Facebook generate a huge amount of data not only data it is real time data which change in micro second. Hadoop is managed data and mining of the data. Facebook is used new generation of storage and Mysql is good for read performance, but suffer from low written throughput and the other hand Hadoop is fast read or write operation. 2.2. Yelp: uses AWS and Hadoop Yelp originally depended upon to store their logs, along with a single node local instance of Hadoop. When Yelp made the giant RAIDs Redundant Array Of Independent disk move Amazon Elastic Map Reduce, they replaced the (Amazon S3) and immediately transferred all Hadoop The company also uses Amazon jobs to Amazon Elastic Map Reduce. Yelp uses Amazon S3 to store daily huge amount of logs and photos,. Elastic Map Reduce to power approximately 30 separate batch RAIDs with Amazon Simple Storage Service scripts, most of those generating around 10GB of logs per hour processing the logs. Features powered by Amazon Elastic Map Reduce include: People Who Viewed this Also Viewed Review highlights Auto complete as you type on search Search spelling suggestions Top searches Ads Yelp uses Map Reduce. You can break down a big job into little pieces Map Reduce is about the simplest way. Basically, mappers read lines of input, and spit out key. Each key and all of its corresponding values are sent to a reducer. CHAPTER: 3 THE PROPOSED SCHEMES We overcome the problem of analysis of big data using Apache Hadoop. The processing is done in some steps which include creating a server of required configuration using Apache hadoop on single node cluster. Data on the cluster is stored using Mongo DB which stores data in the form of key: value pairs which is advantage over relational database for managing large amount of data. Various languages like python ,java ,php allows writing scripts for stored data from collections on the twitter in Mongo DB then after stored data export to json, csv and txt file which then can be processed in Hadoop as per user’s requirement. Hadoop jobs are written in framework this jobs implement Map Reduce program for data processing. Six jobs are implemented data processing in a location based social networking application. The record of the whole session has to be maintained in log file using aspect programming in python. The output produced after data processing in the hadoop job, has to be exp orted back to the database. The old values to the database have to be updated immediately after processing, to avoid loss of valuable data. The whole process is automated by using python scripts and tasks written in tool for executing JAR files. CHAPTER: 4 METHOD AND MATERIAL 4.1  INSTALL HADOOP FRAMWORK Install and configure Hadoop framework after installation we perform operation using Map Reduce and the Hadoop Distributed File System. 4.1.1 Supported Platforms Linux LTS(12.4) it is a open source operating system hadoop is support many platforms but Linux is best one. Win32/64 Hadoop support both type of platform 32bit or 64 bit win32 is not chains assembly platforms. 4.1.2 Required Software Any version of JDK (JAVA) Secure shell (SSH) local host installed which is use for data communication. Mongo DB (Database) These requirements are Linux system. 4.1.4  Prepare the Hadoop Cluster Extract the downloaded Hadoop file (hadoop-0.23.10). In the allocation, edit the file csbin/hadoop-envsh and set environment variable of JAVA and HAdoop. Try the following command: $ sbin/hadoop Three types of mode existing in Hadoop cluster. Local Standalone Mode Pseudo Distributed Mode Fully Distributed Mode Local Standalone Mode Local standalone mode in this mode we install only normal mode Hadoop is configure to run on not distributed mode. Pseudo-Distributed Mode Hadoop is run on single node cluster I am perform that operation and configure to hadoop on single node cluster and hadoop demons run on separate java process. Configuration we can change some files and configure Hadoop. Files are core.xml, mapreduce.xml and hdfs.xml all these files change and run Hadoop. Fully-Distributed Mode In this mode setting up fully-distributed mode non trivial cluster. 4.2  Data Collection The twitter data anthology program captures three attribute. 1) User id 2) Twitter user (who sent Tweet) 3) Twitter text The Twitter Id is used to extract tweets sent to the specified id. In our analysis; we collect the tweets sent to sachin tendulkar. We used Twitter APIs, to collect tweets sent to Sachin. The arrangement of the Twitter data that is composed. The key attributes Which we mine are: User id, Tweet text and Tweet User (who sent Tweet) save all key attribute in Mongo DB .Mongo DB is database where al tweet is saved. After collecting all data we export to csv and text file this file is use for analysis. Fig. 1. Twitter data collection procedure Extracting twitter data using python In this python code firstly create developer account then we get a consumer key, consumer secret, access token and access token secret this are important for twitter api using that key we find all tweets. Initialize a connection to the Mongo DB instance connectivity to Data Base in this code tweet db is data base name mongo db support to collection. >show dbs That commend we see all database those are present in mongo db. >use Data Base name Select particular data base we use. >db Db command use to which data base is open. >show collection This command shows all collection. It means show all table. >db.tweet.find () Use to show all data store in particular data base. >db.tweet.find ().count () Use to that command how much tweet store in your data base. CHAPTER: 5 SENTIMENTAL ANALYSIS OFBIG DATA Last and foremost as well as most important part of data analysis is extracting twitter’s data. Supervised and unsupervised techniques are types of techniques that are used for analysis of â€Å"Big data†. Sentimental analysis has come to play a key role in text mining application for customer relationship, brand and product position, consumer attitude detection and market research. In recent advance there is several promising new direction for developing and advance sentimental analysis research. Sentimental classification identify whether the semantic direction of the given text is optimistic, pessimistic or unbiased. Most of open approach relies on supervised learning models they classified positive and negative option only. Three ways of machine learning techniques Naà ¯ve Bayes, SVM and Maximum Entropy Taxonomy do not perform well on sentimental classification. Sentimental analysis techniques may help researchers to study on the Internet. They would help to find o ut whether a given text is subjective or objective as well as whether a subjective passage contains optimistic or pessimistic opinions. Supervised Machine Learning techniques use class documents for classification. The machine learning approach treat the opinion classification problem as a topic based content classification problems. Comparison between Naà ¯ve Bayes, Maximum Entropy and SVM for sentimental classification, they achieve best precision using SVM. CHAPTER: 6 SCREENSHOT Browser view: This view only use for browser view that show log file of data node and name node. Hadoop cluster on: In this screenshot show on data node name node that means properly install and configure single node hadoop cluster. Data base view: In this screenshot we extract twitter data and store Mongo DB. Mongo DB is a data base where all tweets are stored. How many Tweets store in Data Base: CHAPTER: 7 CONCLUSIONS We have urbanized an architecture that uses PYTHON and Mongo DB in amalgamation with Twitter APIs to study tweets sent to the specific user. We use our architecture to get the positive, negative and neutral, analysis the number of re tweets and the name and Id of the users sending the tweets. Finding all data we analysis them can be used in conjunction with available results on queuing theory, to study the temporary and stable state performance of social networks. The proposed architecture can be used for a monitor correlation among user behaviors and their locations. The application of obtain outcome to study the development of population in under research. In sentimental analysis mining on large datasets using a Naà ¯ve Bayes classifier with the Hadoop echo system. We configure Hadoop in single node cluster and we also provide how to fetch or extracting twitter data using any language of api but in Hadoop cluster file system can do decent job even in the Big Data analysis domain.

The English contract Offer and Acceptance :: essays papers

The English contract Offer and Acceptance General principles There are three basic essentials to the creation of contract which will be recognised and enforced by the courts. These are: contractual intention, agreement and consideration. The Definition of Offer. This is an expression of willingness to contract made with the intention (actual or apparent) that it shall become binding on the offeror as soon as the person to whom it is addressed accepts it. An offer can be made to one person or a group of persons or to the world at large. The offeror is bound to fulfil the terms of his offer once it is accepted. The offer may be made in writing, by words or conduct. Unilateral – some offers are purely one sided, made without the offeror’s having any idea whether they will ever be taken up and accepted, and thereby be transformed into a contract. For example when an advertisement where a person is rewarding another one if he finds his pet (which was lost). In this case the person who is making such an offer is not sure whether this offer will be ever accepted. Bilateral – The majority of offers are Bilateral. While it is not always true, most people make an offer to one named offeree or a small group of parties. Most contracts are made with both parties present on a face-to-face basis. Invitation to treat An invitation to treat made by one party to another is not an offer. An invitation to treat is made at a preliminary stage in the making of an agreement, where one party seeks to ascertain whether the other would be willing to enter into a contract and, if so, upon what terms. To distinguish between an offer and an invitation to treat it is necessary to look at the intention of the person making it. It is not an offer unless it was made with the intention that it should be binding as soon as the person to whom it was addressed communicates hi assent. Some examples of invitations to treat are: Display of goods in shops ï‚ · Advertisement (which can be of bilateral transaction or unilateral contract) ï‚ · Ticket cases ï‚ · Auction sales ï‚ · Tenders ï‚ · Subject to contract Duration and termination of offer An offer continues in existence, capable of acceptance until it is brought to an end. It occurs in six ways ï‚ · Revocation ï‚ · Rejection by the offeree ï‚ · Lapse of time ï‚ · Occurrence of a terminating conditions

Parental Rights Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thoughts on the Parental Responsibility Act   Ã‚  Ã‚  Ã‚  Ã‚  Eighteen cases, in 1990, resulted in a parent serving time in jail for crimes committed by his or her child. In my opinion, I feel that parents should not be held responsible if his or her child commits a crime. There are a couple of reasons why I feel this is not a good law. First, I believe no parent can keep track of their son or daughter 24 hours a day. In a real world parents have far more to do than to monitor their child every minute of the day to make sure he or she is not breaking the law of some sort. Parents are an important role in a child’s life but they also have to meet the demands of going to work, attending the house, and to have a free moments of relaxation. Besides this a adolescent does not want a nagging parent to know every detail and thought of what they are doing, with whom, why, when and where.   Ã‚  Ã‚  Ã‚  Ã‚  Secondly I feel that by setting the law that parents serve the time for their child’s actions goes against a valuable lesson that is taught to a youngster from when they were young. When I was growing up, I remember to this day that you are suppose to take responsibility for your actions. The parental responsibility law, goes against this valuable teaching. This law does not teach the adolescent that as becoming a adult they have to accept certain responsibilities. Instead, it shows that the blam...

New labour’s rights policies on inclusive education and rights Essay

To realize advantages and shortcomings of inclusive education in practice we have to consider as well whether children’s rights are observed within the context of inclusion as well as to analyse the main provisions of legislative instruments and governmental documents regarding this sphere. This will give us a better insight of what forces act in the process of transition to inclusive education intensively promoted by New Labour government and what effect they have upon children-recipients. Internationally, the UN Convention on the Rights of a Child has established a near global consensus concerning the minimum necessary rights for children: rights to provision, protection and participation – the 3 â€Å"Ps† (Pugh 2005, p. 4). The UK does not stand apart in international processes of providing all children, including the most vulnerable children wit SEN, with the opportunity to exercise these rights. Many observers admit that the election and re-election of more ‘children friendly’ New Labour governments in 1997 and 2001 resulted in significant political development for children’s rights, as an extensive range of new policies and laws affecting the lives of children both directly and indirectly have been promulgated (Foley et al. 2003, p. 38). They include Health Action Zones, The Children’s Taskforce, The Children’s National Service Framework, The National Childcare Strategy, Early Years and Development and Child Care Partnerships, Quality Protects, Removing Barriers to Achievement, Sure Start, Every Child Matters etc. (Pugh 2005, p. 1). Besides, a very important document was adopted in 2001 – a new statutory guidance from New Labour Government â€Å"Inclusive Schooling: Children with Special Educational Needs† (DfES 2001) which sets out the main principles of inclusive education: – with the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education; – an inclusive education service offers excellence and choice and incorporates the views of parents and children; – the interests of children must be safeguarded; – schools, local education authorities and others should actively seek to remove barriers to learning and participation; – all children should have access to an appropriate education that affords them the opportunity to achieve their personal potential; – mainstream education will not always be right for every child all of the time. Equally, just because mainstream education may not be right at a particular stage it does not prevent the child from being included successfully at a later stage. This document stipulates that schools’ and local education authorities’ ability to refuse a mainstream place for a child with special educational needs is severely restricted. They are able to refuse a mainstream school place to a child if it would be incompatible with the efficient education of others; however, reasonable steps must be taken to prevent that incompatibility (DfES 2001). The Green Paper Every Child Matters further illustrates New Labour’s commitment to reform services delivered to children, especially those with SEN, with the purpose to provide all of them with the opportunity to be healthy, to stay safe, to have high academic attainments, to participate in life of community, enjoy and develop, and to achieve financial well-being. The focus of this document is on early intervention, removing the barriers to learning – both physical and social, preventative work and integrated services for children (DFES 2003). The latter provision reasonably stresses importance of transagency collaboration and coordination to achieve better quality of services delivered to children in need. The use of collaborative teaming among professionals, agencies, the child, and family members, the use of the curriculum that focuses on the interactions between the pupil and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth integration of the child in mainstream school are the most important components of this cooperation (Cheminais 2006, p.19). A crucial motif in such policies is the idea of equal worth and recognition for people deemed to be disadvantaged, marginalised and excluded. Notions of children locked in cycles of personal and social deprivation, excluded, but also self-excluding, emotionally damaged and lacking confidence and skills permeate these initiatives (Rieser 2000, p. 148). These legal instruments, in actual fact, established broad social investment programmes focusing on attaining such major outcomes for all children, including those with SEN, as to assure them to be healthy, to live in safe environment, to improve their academic achievements, to participate in full measure in social life, enjoy and develop, and to attain financial well-being (DFES 2003). The government has raised family incomes by introducing a national minimum wage and through policies such as the working families’ tax credit (Pugh 2005, p.8). The establishment of a Cabinet Committee on Children and Young People’s Services, and a Children and Young People’s Unit in the Department for Education and Skills (DfES), with a remit to develop a cross-departmental approach to policy as well as administering the Children Fund with ? 450 million to help to alleviate child poverty and social exclusion (DfES 2003), offer further testament to government commitments to children. The introduction of the National Childcare Strategy and Quality Protects with its strong recommendation that local authorities appoint a Children’s Rights Officer for looked after children, combined with the establishment of the Social Exclusion Unit and a number of community initiatives such as Sure Start designed to help preschool children, have increased assistance to children and their families, especially in severely disadvantaged areas (Pugh 2005). But any review of the Labour government’s record must include brickbats alongside bouquets. New Labour has reduced the number of children in poverty in recent years but the figures remain substantial for a country which ranks among the seven most industrialised nations in the world (Corbett 2001, p. 67). Young people under the age of 22, moreover, are exempted from the adult minimum wage of ? 4. 10 (Rieser 2000, p. 154). The centralisation of education, the imposition of national curricula and league tables and the privatising of certain aspects of education, are unlikely to promote children’s participation rights or provide them with a voice in the running of their ‘inclusive’ schools. Perhaps most significantly, New Labour’s election has regressed into a populist and authoritarian series of measures, such as curfews and electronic tagging. The Home Office, moreover, encouraged public perceptions of young people as unruly, out of control and requiring policies which stress containment (Robertson 2003). Indeed, children must be subject to the necessary guidance and discipline of adults, but they have to be partners in this process – not just passive recipients, if we talk about real inclusive schooling. In actual fact, legally, the paternalistic notion that the ‘best interests of the child’ must be protected has increasingly come to be supplemented by the principle that children have a right to express their views and have their wishes taken into account in legal decisions which concern them (Cheminais 2006, p. 23). In particular, the Children Act 2004 carefully straddles the divide between protectionist or paternalist and participatory rights. Its guiding principle is that the child’s welfare is paramount, but the legislation also supports the principle that, where possible and appropriate, the ascertainable wishes and feelings of the child concerned should inform decisions (HMSO 2004, Part 2). In truth the judiciary continue to interpret this latter requirement conservatively falling back on paternalistic assumptions of children’s incompetence (Robertson 2003). Thus, it comes as no surprise that Armstrong (2005, p.138) argues that â€Å"a transformatory agenda [of New Labour government] may be characterized by the rhetoric of change rather than by any substantive transformation of values and practices†. Moreover, contradicting to its own declared values concerning inclusive education New Labour government sees special schools at the front position of the wider education agenda and emphasises the need to recognise and value their contribution within a framework of inclusion (DfES 2003). It is obvious that continuation of segregated special schools is contravening human rights – real inclusion cannot happen in the special school. As recent studies on the trends in the UK educational system show that he formalisation of relationships in education has been encouraged by the growing tendency towards extending the scope of bureaucratic intervention in the everyday life of schools (Atkinson et al. 2002). Increasingly, every aspect of education is subjected to rule-making and regulated through inspection and auditing. As a result of a highly centralised system of education managed by an interventionist bureaucracy little is left to chance (Foley et al. 2003, p. 112). It has been noted that even primary school teachers are allowed little initiative to exercise their professional judgment. The national curriculum dominates the classroom and teachers’ activity is regulated by the need to respond to the demands of standardised tests and inspections (Thomas & Vaughan 2004, p. 63). The expansion of bureaucratic control is justified on the grounds that it ensures the maintenance of standards of education (Armstrong 2005, p.141). While the impact of the standardisation of teaching on the quality of education is debatable, its consequences on the relationship between the different parties – teachers, students, local authorities, parents – are strikingly clear. New Labour government declared that its top priority is raising educational standards – it is a great target, but what is troubling that the government’s purpose has also been clearly signalled – education is valued less for its intrinsic qualities of self-development and more for its contribution to creating a new kind of society (Armstrong 2005, p.136). In that way, future prosperity of the UK rests with its capacity to develop and harness the skills required to be a significant player in the new knowledge-based international economy. Here it is evident that New Labour government sees the role of education explicitly in terms of social engineering. It means that the inclusion agenda in the UK has a moral and rhetorical appeal, while its conceptual vagueness can be seen after closer analysis. Conclusion. The conducted study demonstrated that there are no simple solutions to the task of inclusive thinking, relations and practice, that here is no room for complacency in the pursuit of understanding and implementing inclusive education. Without a doubt, inclusion can make great contribution to maximising the participation of all learners and the removal of discriminatory and exclusionary assumptions and practices in schools. Fortunately, recently society has shifted from a sentimental approach to disability to one which concerns entitlement. Inclusive education theorists and practitioners have moved distinctly on from a preoccupation with mere physical location in a school or college and a campaigning for civil rights issues. Physical access and disability rights continue to be ongoing struggles and theoretical concerns but the overriding practical priority in schools is that of coping with difficult behaviour and with learning difficulties. Here it is important not to see inclusion as the concern of special educators but of concern to all those involved in the school or college settings. While the earlier integration focus tended to be on physical access and specialist resources, inclusive education implies a shared responsibility and a joint concern. In such a way, now SEN is at the core of educational agenda, and it is seen as the business of mainstream schools to address basic skills and to meet individual needs. If successfully implemented inclusive schooling can give the opportunity for children with a disability to participate fully in all the educational, employment, consumer, leisure, community and domestic activities that characterize everyday society. But to advance an agenda for inclusion and to make the ideals represented in New Labour government policies a meaningful reality in schools, the society has much to do. Our study proves rightfulness of Armstrong’ arguments that even if being ambitious and extensive New Labour’s policies promulgating inclusive education do not yielded in practical results for children with SEN. To date they remain in many aspects just a declaration of what changes in education would be implemented, but the rhetoric of change has not been followed by substantive transformation of values and practices towards inclusion. Many children come to school with problems. Recognition of this and sensitivity to it is part of inclusive education as we revealed in our study. A responsive school climate, which views problems as challenges and not obstacles, is a key factor in successful movement to really inclusive education. The focus in it has to be on institutional systems, attitudes, flexibility and responsiveness rather than on the special needs child. In order to provide such a highly developed level of inclusiveness, schools have to be willing to work consistently on improving and adapting both their curriculum and social climate. It has to be a school which relates to individual needs, institutional resources and to community values. Today inclusion in school settings, for all the political rhetoric, remains the cause of a good deal of anxiety with the vast majority of teachers, parents and children. To work to advance an agenda for inclusion, in the target-driven and achievement-oriented market place that education has become, requires placing emphasis on breaking down the barriers which create exclusion. It means that we have to work on the attainment of a more inclusive society, which is not solely the responsibility of teachers in schools, and which is most likely to be achieved only when we will be able to develop a more equitable educational system. References Ainscow, M. , Booth, T. , Dyson, A. , with Farrell, P. , Frankham, J. , Gallannaugh, F. , Howes, A. & Smith, R. 2006, Improving Schools, Developing Inclusion, Routledge, London. HMSO 2004, The Children Act 2004, HMSO, London. Armstrong, D. 2005, ‘Reinventing ‘Inclusion’: New Labour and the Cultural Politics of Special Education’, Oxford Review of Education, vol. 31, no. 1, pp. 135–151. Atkinson, T. , Cantillon, B. , Marlier, E. , & Nolan, B. 2002, Social Indicators: The EU and Social Inclusion, Oxford University Press, Oxford. Booth, T. , & Ainscow, M. 1998, ‘From Them to Us: Setting up the Study’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 1-20. Booth, T. , Ainscow, M. , & Dyson, A. 1998, ‘England: Inclusion and Exclusion in a Competitive System’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 193-225. Clark, C. , Dyson, A.& Millward, A. 1998, ‘Introducing the Issue of Theorising’, in Theorising Special Education, eds. C. Clark, A. Dyson & A. Millward, Routledge, London, pp. 1-6. Cheminais, R. 2006, Every Child Matters: New Role for SENCOs, David Fulton Publishers, London. Clough, P. , & Corbett, J. 2000, Theories of Inclusive Education: A Students’ Guide, Chapman, London. Corbett, J. 2001, Supporting Inclusive Education: A Connective Pedagogy, RoutledgeFalmer, London. DfES 2001, Inclusive Schooling: Children with Special Educational Needs, DfES Publications, Nottingham. DfES 2003, Every Child Matters, DfES Publications, London. Farrell, M. 2006, Celebrating the Special School, David Fulton Publishers, London. Foley, P. , Parton, N. , Roche, J. & Tucker, S. 2003, ‘Contradictory and Convergent Trends in Law and Policy Affecting Children in England’, in Hearing the Voices of Children: Social Policy for a New Century, eds. C. Hallett & A. Prout, Routledge, London, pp. 106-120. Mittler, P. 2000, Working Towards Inclusive Education: Social Contexts, David Fulton Publishers, London. Pugh, R. , 2005. Whose Children? The State and Child Welfare [online]. Phoenix, Arizona State University. Available from: http://www. asu.edu/xed/lectures/images/Pugh05. pdf [Accessed 25 April 2007]. Rieser, R. 2000, ‘Special Educational Needs or Inclusive Education: The Challenge of Disability Discrimination in Schooling’, in Education, Equality and Human Rights, ed. M. Cole, Falmer Press, London, pp. 141-161. Rose, R. 2003, ‘Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion’, in Strategies to Promote Inclusive Practice, eds. R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 7-17. Robertson, C. 2003, ‘Towards Inclusive Therapy: Policies and the Transformation of Practice’, in Strategies to Promote Inclusive Practice, eds.R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 97-116. Skrtic, T. M. 1995, ‘Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change’, in Disability and Democracy: Reconstructing (Special) Education for Postmodernity, ed. T. M. Skrtic, Teachers College Press, New York, pp. 190-232. Thomas, G. , & Loxley, A. 2001, Deconstructing Special Education and Constructing Inclusion, Open University Press, Buckingham. Thomas, G. , & Vaughan, M. 2004, Inclusive Education: Readings and Reflections, Open University Press, London.